Second Year Double 07.09.18

07/09/18

10 in the class (split in 2)

Introduction to tone and tonal value.

Engaging the pupils and clarifying if they have covered it previously.They got a breakdown of the pencils and the different types and a quick word about respecting the art room and its supplies.

The first exercise the class had to do was draw a pencil chart (see sketch below) to think how this will effect their drawings and how they would utilise this information. The teacher then comes down from the board and shows the pupils two extreme pencils, 9H and 9B. on a piece of paper the teacher demonstrated each of these pencils, whilst doing so the teacher encouraged the class to listen to the sounds each pencil made as they drew lines. Highlighting the point that 9H is hard and 9B is soft. (whilst this exercise was being displayed the pupils started to chat a bit, but another nudged them to pay attention).Before the pupils got introduced to the next project they went through the different types of paper, i.e copying and drawing paper.

When chatter starts teacher simply says ‘three people aren’t listening and it stops.This is the pupils first introduction to object drawing, paint brushes are the objects the teacher chose, as there are three different textures 1. Brush, 2. Metallic, 3. Wooden handle. Each pupil got a brush to blue tact down, so they don’t have to draw any angles as this would add to the challenge of texture and light. HB pencils were used. The different brushes had shiny or matt handles, it will be interesting how they handle this.

Not all had sketch pads so the teacher explained about a padding page (extra sheet behind). Also the introduction of light and dark sheet underneath the object to show how the two different colours bring up light and shadow and what works for each pupil. The decision gives them a choice and a sense of control?It was suggested the girls start with the wooden handle as it’s the easiest starting point, but open to choose, also to draw either life size or a little bit bigger. There is an example of this exercise on the wall already and some pupils are looking at whilst they are drawing. Is this helpful or are they copying?

The teacher travels around the classroom encourages but adds suggestion and guidance. I.E. Prefect but maybe the handle can be slightly wider, shading, proportions. Rubbing out is okay but can damage paper (teacher explained).

Each pupil calls the teacher over as they finish the different steps (handle, Brush bristles, metallic last). The girls are really quick at drawing, eager to move to the next stage. The teacher poses a question to the class to think of whilst they draw: can you see the outline? Does it look round? She explains further in that we are all shapes but we don’t have a big outline when are arm is against a wall ( demos to class) the two have different textures but no outlines. Also highlights how her bracelet on her arm and her arm are in the same light source, yet the reflection of light is different. Bracelet extreme arm not so much.

How to draw shadow came up in the class, see sketchs for examples. The reflection needs to not distract from the object, outline issues, and exploration of how texture can be used to separate the two.